and when we get to dependent origination, i think i can come back to it. but let me just quickly say on the grading, i look at grading not- i think, in a way, different from most people. yeah, i give everybody a's- that takes care of it; there's the self saying- no, what i like to do is i see the relationship between a student, the subject matter, and their performance on more of a continuum, more of a- in other words, the grade isn't a reward. a grade is not a personal measure of their ego; a grade becomes- it's very hard to say, but something that ends up on a continuum between their performance, their capabilities, their interests. it's a combination of things that, at least for me, takes it out of an element in which, you know, i become the arbitrator, the godlike figure up there. but as we get back to this point of dependent origination, let me try to come back to that, too, because it's another one there.